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SAGE PUBLISHING Literacy Teaching And Education 2011 Edition by Wyse
Literacy is essential to life-long learning, it is essential if people are to have full access to society, and it is essential to learning in formal education. The past 20 years has seen many significant developments in scholarship. The messages from this research need to be shared and put into practice. Dominic Wyse, a leading scholar in literacy, curriculum and pedagogy, has distilled the significant body of knowledge in this vital area of research, policy and practice into a four-volume collection. A feature that unifies this major work is the idea of contextualized teaching shown by research to be most effective. Volume One addresses the foundations of literacy, particularly the place of language and its links with literacy. Volume Two focuses on the teaching of reading. It includes reflection on the vital importance of texts and textbooks, for example by drawing on children's literature research. It also focuses on reading at word-level including the teaching of the alphabetic code. Volume Three concentrates on effective teaching of writing, particularly essential features of the process of writing, including IT and multimedia. Volume Four interrogates international and global thinking in relation to educational policy for language, literacy, curriculum and pedagogy. It is through effective policy that research on the most effective teaching methods can powerfully influence practice. VOLUME ONE: THE FOUNDATIONS OF LANGUAGE AND LITERACYOral Discourse in a World of Literacy - David Olson Curriculum and the Value of Knowledge - David CarrThe 'Social' in Post-Vygotskian Theory - Harry DanielsChildren's Literature Studies and Literary Theory Today - Maria NikolajevaTheory, Post-Theory and Aetonormative TheoryA Pedagogy of Multiliteracies - The New London GroupDesigning Social FuturesWhat's 'New' in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice - Brian StreetWithin You, Without You - Teresa AmabileThe Social Psychology of Creativity and beyondLearning Language and Strategic Thinking through the Arts - Shirley Brice HeathLinguistic Interdependence and the Educational Development of Bilingual Children - James Cummins Bilingual and Monolingual Brains Compared - Ioulia Kovelman, Stephanie Baker and Laura-Ann PetittoA Functional Magnetic Resonance Imaging Investigation of Syntactic Processing and a Possible 'Neural Signature' of BilingualismEnglish - David CrystalWhich Way Now?Written Language, Standard Language, Global Language - Michael HallidayThe Logic of Non-Standard English - W Labov Chinese Englishes - Kingsley BoltonFrom Canton Jargon to Global EnglishLongitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students - Leslie Reese et al The Seeds of Time - Neil MercerWhy Classroom Dialogue Needs a Temporal AnalysisVOLUME TWO: READINGViewpoints: Transaction versus Interaction - Louise RosenblattA Terminological Rescue OperationRelations of Children's Motivation for Reading to the Amount and Breadth of Their Reading - Allan Wigfield and John GuthrieDecoding, Reading and Reading Disability - Phillip Gough and William TunmerMatthew Effects in Reading - Keith StanovichSome Consequences of Individual Differences in the Acquisition of LiteracyJoint Book Reading Makes for Success in Learning to Read - Adriana Bus, Marinus van Ijzendoorn and Anthony Pellegrini A Meta-Analysis on Intergenerational Transmission of LiteracyReading Acquisition, Developmental Dyslexia and Skilled Reading across Languages - Johannes Ziegler and Usha Goswami A Psycholinguistic Grain Size TheoryPhonics Instruction and Student Achievement in Whole Language First-Grade Classrooms - Karin Dahl et al Analysis of Oral Reading Miscues - Kenneth GoodmanApplied PsycholinguisticsOral Narrative Genres as Dialogic Resources for Classroom Literature Study - Mary Juzwik et alA Contextualized Case Study of Conversational Narrative DiscussionIndividualizing Student Instruction Precisely - Carol McDonald Connor et al Effects of Child x Instruction Interactions on First Graders' Literacy DevelopmentA Six-Year Study of Children Who Learned to Read in School at the Age of Four - Dolores DurkinReading Errors and Self-Correction Behaviour - Marie ClayA Meta-Analysis of Reading Recovery in United States Schools - Jerome D'Agostino and Judith MurphyVOLUME THREE: WRITINGA Cognitive Process Theory of Writing - Linda Flower and John HayesNew Directions in Writing Theory - John HayesWhat's in a Name? Children's Name Writing and Literacy Acquisition - Janet BloodgoodThe Developmental Characteristics of Four and Five-Year-Old Pre-Schoolers' Drawing - Hui-Chin Yang and Andrea NoelAn Analysis of Scribbles, Placement Patterns, Emergent Writing and Name Writing in Archived Spontaneous Drawing SamplesStories, Coupons and the 'TV Guide' - Victoria Purcell-GatesRelationships between Home Literacy Experiences and Emergent Literacy KnowledgeOne-Way Traffic? Connections between Literacy Practices at Home and in the Nursery - Jackie MarshChildren's Patterns of Composition and Their Reflections on Their Composing Processes - Debra MyhillAn Examination of the Writing Processes of Seven-Year Old Children - Donald GravesGrammar - Dominic WyseFor Writing? A Critical Review of Empirical EvidencePupils' Word Choices and the Teaching of Grammar - Dominic WyseTeaching Argumentative Non-Fiction Writing to Seven-14-Year Olds - Richard Andrews et alA Systematic Review of the Evidence of Successful PracticeEmpowering Education - Stuart YehTeaching Argumentative Writing to Cultural Minority Middle-School StudentsImproving the Writing, Knowledge and Motivation of Struggling Young Writers - Karen Harris, Steve Graham and Linda MasonEffects of Self-Regulated Strategy Development with and without Peer SupportWhy Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research? - Donna AlvermannAn Analysis of Developmental Spelling in 'GNYS AT WRK' - J Richard GentryWhich Children Benefit from Letter Names in Learning Letter Sounds? - Rebecca Treiman et alVOLUME FOUR: TEACHING ENGLISH: IMPLICATIONS FOR POLICYThe Future of the Social Turn - James Paul GeeSocial Minds and the New CapitalismPolicy Sociology and Critical Social Research - Stephen BallA Personal Review of Recent Education Policy and Policy ResearchMeasuring Standards in Primary English - Mary HiltonIssues of Validity and Accountability with Respect to PIRLS and National Curriculum Test ScoresMeasuring Standards in Primary English - Chris Whetton, Liz Twist and Marian SainsburyThe Validity of PIRLS - A Response to Mary HiltonPedagogical Renewal for Quality Universal Primary Education - Martial Dembele and Pulane LefokaOverview of Trends in Sub-Saharan AfricaContextual Influences on Instructional Practices - Guandwei HuA Chinese Case for an Ecological Approach to ELT Notions of Criticality - Mark Baildon and Jasmine SimSingaporean Teachers' Perspectives of Critical Thinking in Social StudiesGlobalization and Language Learning in Rural Japan - Ryuko Kubota and Sandra McKayThe Role of English in the Local Linguistic EcologyWelfare Labourism versus the New Right - Gerald GraceThe Struggle in New Zealand's Education PolicyThe De-Democratization of Schools and Literacy in America - James HoffmanTeaching Children to Read - Gregory Camilli, Sadako Vargas and Michele YureckoThe Fragile Link between Science and Federal Education PolicyPedagogies for the Poor? Realigning Reading Instruction for Low-Income Students with Scientifically Based Reading Instruction - Jim CumminsThe State of Educational Intervention Research as Viewed through the Lens of Literacy Intervention - Michael Pressley, Steve Graham and Karen HarrisChanging Classroom Practice through the English National Literacy Strategy - Adam LefsteinA Micro-Interactional PerspectiveThe Politics of Literacy in the Context of Large-Scale Education Reform - Gemma MossSynthetic Phonics and the Teaching of Reading - Dominic Wyse and Usha Goswami